Learning Barriers in Developing Mathematical Skills of Grade Seven Students: Direction for Appropriate Instructional Remediation

Abstract

INTRODUCTION

This study was undertaken to determine the relationship between the learning barriers and the development of mathematical skills of Grade 7 students in Dolores Macasaet National High School (formerly Manuel Macasaet National High School) S.Y. 2017-2018".

METHODS

Descriptive research designed was used to determine if the learning barriers are really a hindrance in developing mathematical skills of 251 grade 7 students. A teacher-made survey questionnaire and teacher-made test for mathematical skills were used as instruments. The mean perception of the respondents in learning barriers and respondent's level of performance in mathematical skills were measured by getting the mean and by using Pearson-r correlation.

RESULTS

The important findings are summarized as follows: The respondents "agree" that assessment procedure and comprehension are barriers in developing mathematical skills based on their mean perception. However, the respondents are "undecided" as revealed by their mean perception in the availability of learning materials, computational ability, foundation in learning Mathematics, interest and study habits as barriers. So, they are not sure if the said learning barriers are a hindrance or not in developing their mathematical skills.

DISCUSSIONS

The mean level of performance with regard to mathematical skills is assessed to be "fair" in all indicators as mental computation, estimation and approximation application, and problem-solving. All computed standard deviations show homogeneity in responses. Therefore, the hypothesis that there is no significant relationship between learning barriers and mathematical skills is not supported. This is supported by the findings on the relationship at a 5% level of significance.